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Faculty Mentoring
Toolkit
UCSF Faculty Mentoring Program
Sponsored by the Campus Council on Faculty Life Revised: November 2017
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Table of Contents
1. UCSF Faculty Mentoring Program
2. Mentoring Facilitators
3. Mentoring Overview
4. Getting Started
5. Phases of the Mentoring Relationship
6. Information for Mentees
7. Information for Mentors
8. Problematic Mentoring Relationships
9. Resources
10. References
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Purpose
The purpose of the Faculty Mentoring Tool Kit is to:
Provide an overview of the UCSF Faculty Mentoring Program
Describe the concepts and benefits of mentoring
Define the role of the mentor and mentee
Provide strategies for being an effective mentor
Describe the phases of the mentoring relationship
Provide tools to help the mentoring facilitator manage the
mentoring pairs
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Faculty Mentoring Program Mentoring is a critical component of career advancement for all health science faculty. It has been defined as a multifaceted collaboration between a junior and senior professional with the primary goal being the nurturing of the junior professional’s development. UCSF has embarked on an ambitious plan to improve mentoring for all faculty. Mentoring facilitators have been appointed in each Department/Division to work with the Associate Vice Provost, Faculty Mentoring, to oversee all aspects of the mentoring program. Junior faculty (up to associate level) and new faculty are paired with at least one career mentor in their home Department/Division. Faculty mentors can contribute significantly to the development of their mentees’ research, teaching and clinical skills, particularly with respect to career satisfaction, career management and collegial networking. Awards for excellence in mentoring have been established to recognize the importance of mentoring for UCSF faculty career development.
Mitchell D. Feldman, MD, MPhil is the UCSF Associate Vice Provost, Faculty Mentoring. He provides leadership and oversight for the development and administration of the Faculty Mentoring Program, and serves as liaison with department chairs and mentoring facilitators. He is also a Professor of Medicine and leads research and educational programs in faculty development and behavioral issues in medicine. You can contact Dr. Feldman by e-mail at mitchell.feldman@ucsf.edu.
Faculty Mentoring Contact Information:
Mitchell D. Feldman, MD, MPhil, FACP Professor of Medicine Chief, Division of General Internal Medicine Associate Vice Provost, Faculty Mentoring University of California, San Francisco 1545 Divisadero, Suite 316 San Francisco, CA 94143-0320 mitchell.feldman@ucsf.edu
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mission and Vision Mission All UCSF faculty members feel supported in their pursuit of a satisfying and successful career. Vision To be the national center of excellence for mentoring in the health sciences.
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Faculty Mentoring Program Goals To provide all junior faculty mentees with a career mentor
Support and facilitate faculty career development through
mentor/mentee pairs
Identify a comprehensive mentoring curriculum to enhance
mentor/mentee competencies at UCSF
Build a mentoring database of processes and outcomes to
support and evaluate mentoring activities
Provide a strong central structure, resources and leadership to
support faculty mentoring at UCSF
Program Core Components
Associate Vice Provost, Faculty Mentoring, and Faculty Mentoring
Program Coordinator Establish and oversee program for faculty at UCSF
Mentoring Facilitators Responsible for setting up and overseeing mentoring program in Dept/ORU/Division
One-on-One mentoring program All junior/new faculty members in the four professional schools (dentistry, medicine, nursing and pharmacy) are paired with senior ‘career’ mentor
Recognition for Mentors Mentoring awards Advancement and promotion
Core Curriculum Workshops and seminars, invited speakers, retreats Topics to be covered include: o How to be an effective mentor, mentee o Speed mentoring o Diversity and mentoring o Effective communication in mentoring
Evaluation
Program and individual mentor evaluations
Mentoring Program Web Site Links to other local and international mentoring activities Mentoring Resources Mentor Development
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentoring Facilitator Mentoring facilitators have been appointed in each department, division and organizational research unit to set up mentoring pairs and to lead mentoring activities in their respective groups. Attributes and skills
• Associate or higher rank
• Dedicated time (0.10 FTE per 10-15 mentor/mentee pairs)
• Outstanding communication skills
• Knowledge/experience with all aspects of advancement and promotion at
UCSF
Responsibilities
• Overall responsibility for faculty mentoring in their department or division
• Set up mentee/mentor pairs (main target mentees are junior faculty up to
associate rank; new faculty who have been at UCSF for 3 years or less
should also be offered a mentor)
• Establish local system for documenting and tracking these pairs
• Responsible for oversight of mentoring program—including yearly review
of pairs
• Provide guidance and support for reassignment of mentees as needed
• Work with the UCSF Associate Vice Provost, Faculty Mentoring, to:
o Conduct qualitative and quantitative evaluation of the program
o Disseminate findings and recommendations
o Attend mentoring workshops and organize mentoring events for
their faculty
o Attend yearly mentoring facilitator meetings
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentoring Facilitator Lists All mentoring facilitator lists can be found online at: http://academicaffairs.ucsf.edu/ccfl/faculty_mentoring_program_guidelines.php School of Dentistry http://academicaffairs.ucsf.edu/ccfl/media/SOD_Mentoring_Facilitators.pdf School of Medicine http://academicaffairs.ucsf.edu/ccfl/media/SOM_%20Mentoring_Facilitators.pdf School of Pharmacy http://academicaffairs.ucsf.edu/ccfl/media/SOP_%20Mentoring_Facilitators.pdf School of Nursing http://academicaffairs.ucsf.edu/ccfl/media/SON_Mentoring_Facilitators.pdf
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
What is Mentoring?
. . . a process where mentor and mentee work together to discover
and develop the mentee’s abilities.
. . . a long term relationship with a responsibility to provide the
support, knowledge and impetus that can facilitate professional
success.
. . . a personal process that combines role modeling,
apprenticeship and nurturing.
The mentor will act as a teacher, sponsor, guide, exemplar,
counselor, moral support—but most important is to assist and
facilitate the realization of the dream.
. . . process whereby an experienced, highly regarded, empathic
person (the mentor) guides another individual (the mentee) in the
development and examination of their own ideas, learning and
personal and professional development. The mentor, who often,
but not necessarily, works in the same organization or field as the
mentee, achieves this by listening and talking in confidence to the
mentee.
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentor Roles and Functions Role Responsibility Relationship with Individual Manager Direct the work of
the individual • Focused on performance,
professional development and career development
• Based on organizational needs • Driven by learning agenda
influenced by organizational needs • Inside the hierarchy of direct
reporting relationships • Sometimes, but not always
confidential Sponsor Champion the
individual • Focused on career development
and advancement • Driven by advancement goals rather
than a learning agenda • Inside or outside the hierarchy of
direct reporting relationships • Sometimes, but not always,
confidential Mentor Guide and
support the individual
• Focused on professional and personal development
• Based on mentee’s expressed needs
• Driven by specific learning agenda identified by the mentee
• May be outside the hierarchy of direct reporting relationships
• Confidential
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentoring Functions
Career Functions
“Those aspects of a relationship that enhance advancement in the
organization.”
Coaching, protecting, networking, sponsorship
Psychosocial Functions
“Those aspects of a relationship that enhance an individual’s
sense of competence, identity and effectiveness.”
Role modeling, counseling, confirmation, acceptance
(Kram, 1983)
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Why Mentoring Matters Mentoring has been shown to: Promote career development and satisfaction
Improve success of women and underrepresented minorities in
academic health careers
Enhance faculty productivity (mentoring is linked to funding and
publications)
Increase interest in academic careers
Predict promotion in academia
Improve self efficacy in teaching, research and professional
development
Increase the time that clinician educators spend in scholarly
activities
Lead to less work-family conflict
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Benefits of Mentoring
Benefits for Mentees Having a mentor and receiving more mentoring functions is
associated with more favorable objective (compensation, promotion)
and subjective (career/job satisfaction) outcomes
Benefits for Mentors Include developing a personal support network, information and
feedback from protégés, satisfaction from helping others, recognition
(including accelerated promotion), and improved career satisfaction
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Benefits of Mentoring
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
UCSF Faculty Mentoring Program Yearly Timeline
We suggest that the mentor and mentee commit to meeting for the
next twelve months. Work together to schedule meetings that include
two “check-points” during the year.
July - August ____ Mentor/Mentee matching and orientation January - February ____ Mid year meeting June - July ____ End of year meeting:
discuss continuing mentoring relationship or matching with new mentor
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentoring Facilitator Checklist
Finalize list of eligible mentees’ (junior/new faculty) current
mentoring needs and relationships
Assemble list of eligible mentors
– Limit 2-3 ‘career’ mentees per mentor
Assist in mentor/mentee pairings, confirm existing pairs and
make assignments as needed
Create database of mentor-mentee pairs
Distribute mentoring contract, IDP, meeting guide and other
materials
Periodic check-in: meet with mentors/mentees as needed
Organize faculty development mentoring activities: faculty
meetings, grand rounds, retreats
Annual meeting or survey of mentors and mentees
Assist in program evaluation
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Characteristics of an Effective Mentor: The Three C’s
Competence
Professional knowledge and experience
Respect
Interpersonal skills and good judgment
Confidence
Shares network of contacts and resources
Allows protégé to develop his/her own terms
Demonstrates initiative, takes risks
Shares credit
Commitment
Invests time, energy and effort to mentoring
Shares personal experience
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Selecting Mentors In matching mentors and mentees consider the following: All senior faculty members (associate rank or higher) are
eligible to be mentors
Mentors should have a limit of two to three ‘career’ mentees
Research shows that mentees who have more input into the
match are more satisfied with their mentors
Mentor/Mentee characteristics
• Career interests
• Gender (gender matching has been shown to be helpful
for female mentees)
• Race/ethnicity
• Age
• Personal chemistry (important but hard to predict)
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentoring Partnership Agreement As a mentor and mentee in the UCSF Faculty Mentoring Program, we agree to abide by the following set of guidelines:
1. Commit to making the time to meet on a regular basis, no less
than 2-3 times per year.
2. Keep the content of our conversations confidential.
3. Practice active listening.
4. Provide each other with honest, direct and respectful feedback.
5. Other:
__________________________________________________
__________________________________________________
__________________________________________________
___________________________ _______________________ Mentor Mentee ______________________ Date
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Individual Development Plan (IDP) UCSF Faculty Mentoring Program Instructions to Mentees: Please complete this form yearly and give a copy to your mentor before your mentoring session. Attach an updated CV. Instructions to Mentors: Please review the mentee’s CV and the IDP prior to each meeting.
Date: Mentee Name: Mentor Name:
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Time Allocation as Estimated by Mentee: ___ % Teaching/Training/Providing Mentoring ___ % Research ___ % Patient Care ___ % Administration/Other Services How (if at all) would you like to change this time distribution? Consider your 5 lists:
1. things you’re doing now that you want to quit
2. things you’ve just been asked to do that you want to refuse to do
3. things that you’re doing that you want to continue
4. things that you’re not doing that you want to start
5. strategies for improving the balance within the above 4 categories Academic Appointment Do you understand the series to which you are appointed and the expectations for advancement in this series? ___ Yes ___ No Explain:
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Current Professional Responsibilities List your major professional responsibilities and if you anticipate significant changes in the coming year:
1. 2.
3. 4. 5.
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Future Professional Goals Short Term Goals List your professional goals for the coming year. Be as specific as possible, and indicate how you will assess if the goal was accomplished (expected outcome).
1. Goal:
Expected outcome:
2. Goal:
Expected outcome:
3. Goal:
Expected outcome:
Long Term Goals List your professional goals for the next 3-5 years. Again, be specific, and indicate how you will assess if the goal was accomplished.
1. Goal:
Expected outcome:
2. Goal:
Expected outcome:
3. Goal:
Expected outcome:
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentoring Meeting Journal Use this page to record the discussion points in each of your mentoring meetings. Date: Check-In (e.g. urgent issues, work-life balance, personal issues): Goal Discussion: Action Items:
Next meeting date: ______________________
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Phases of the Mentoring Relationship
Initiation phase (6-12 months)
Mentor is admired and respected for competence and ability to
provide support and guidance
Mentee represents someone with potential, can provide technical
assistance and can transmit mentors values
Cultivation phase (2-5 yrs) Positive expectations are tested against reality
Career functions emerge first; psychosocial functions emerge as
the interpersonal bond strengthens
Separation phase Relationship is less central part of each individual’s life at work;
feelings of loss, anxiety
Structural and emotional separation
Provides opportunity for mentee to demonstrate skills and operate
independently and for mentor to demonstrate that one has been
successful in developing new talent
Redefinition phase
Relationship becomes, primarily, a friendship
May have ambivalence, discomfort
(Kram 1983)
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Initiation: First Meeting Checklist Get to Know Each Other
Share information about your professional and personal life
Learn something new about your mentee/mentor
Establish Guidelines When and where will we meet?
How will we schedule meetings?
How will we communicate between meetings?
What agenda format will we use?
Will there be any fixed agenda items to be discussed at every meeting?
How will we exchange feedback?
How will we measure success?
Partnership Agreement Review partnership agreement, modify if desired, sign and exchange
Review goals for the mentoring relationship
Confirm Next Steps Schedule date, time and place of future meetings
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Initiation: Structuring Meeting Time Determine how to use your time together. One suggestion is the “10/20/60 Rule”
that will help you to establish a solid partnership and address mentoring goals
and everyday issues. For a meeting of about 1½ hours split the time roughly as
follows:
First 10 Minutes Engage in personal/professional “check-in”
Next 20 Minutes Focus on ‘front burner’ issues (upcoming presentation, manuscript revision, etc.)
Next 60 Minutes Discuss current and long term goals and priorities
Summarize discussion, clarify tasks, schedule follow-up meeting
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Initiation: Expectations A critical component of a successful mentoring relationship is clarity
of commitment and expectations.
Mentors and mentees need to agree on:
Scheduling and logistics of meeting
Frequency and mode of communicating between meetings
Responsibility for rescheduling any missed meetings
Confidentiality
“Off-limits” conversations
Giving and receiving feedback
Working with formalized mentee goals
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Cultivating the Relationship: Building Trust
When people trust each other, they allow their most authentic self to emerge.
They feel free to share concerns, insecurities and doubts. Listening to each other
builds trust. Sharing reservations and uncertainties builds trust. Most importantly,
demonstrating by our acts that we are trustworthy builds trust.
Behaviors That Build Trust Behaviors That Destroy Trust Being a proactive listener Not paying attention to what is being said
Cooperating with others Being competitive
Openly sharing and being vulnerable Withholding and keeping people out
Actions are parallel to words Acting contrary to words
Accepting and non-judgmental Criticizing and disapproving
Authentic and true-to-self Acting with a hidden agenda
Freely admitting mistakes and errors Blaming others for mistakes
Actively seeking out different perspectives Keeping a closed mind to new ideas
Encouraging others to succeed Discouraging others from taking risks
Having a positive, upbeat outlook Projecting a negative perspective
Honoring and respecting confidentiality Breaking confidence
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Cultivating the Relationship: Giving (and Receiving) Feedback
Mentees want to receive honest, candid feedback from their mentor. Equally important is the feedback mentees can offer to mentors. Engaging in reciprocal and on-going feedback is a vital component of the partnership.
Effective feedback: Is offered in a timely manner
Focuses on specific behaviors
Acknowledges outside factors that may contribute
Emphasizes actions, solutions or strategies
Effective Feedback from Mentee: Whether the advice or guidance you offered was beneficial and solved an
issue
Whether the mentor communication style and/or actions facilitate a
positive mentoring experience
Whether the mentor communication style and/or actions create challenges
to a positive mentoring experience
Effective Feedback to Mentee: Mentee strengths and assets
Areas for growth, development and enhancement
Harmful behaviors or attitudes
Observations on how your mentee may be perceived by others
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Separation and Redefinition
Participating in a mentoring program brings the opportunity for planning and implementing closure that is unlike most other types of relationships. Whether you determine to continue meeting on a regular basis or not, it is essential to discuss and plan the process by which your formal partnership will come to a close. If appropriate, you will want to think about how you would like to transition from a formal to an informal mentoring partnership or to more of a peer relationship. It is recommended to instill some structure to even an informal partnership so as to yield the most benefit from the time you spend together. Closure Checklist:
Discuss how to use the remaining time together.
Make sure an important goal has not been overlooked.
Plan a formal acknowledgement or celebration of the mentoring
relationship.
Questions to Discuss: Have the goals been achieved?
Have the important issues been discussed?
How should the separation/redefinition be acknowledged?
What will the agenda be for the last meeting?
What would be the ideal interaction going forward?
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Being a Pro-Active Mentee The most successful mentoring partnerships are those in which the mentee takes
the initiative and truly drives the partnership. In a mentee-driven partnership, the
mentee determines the pace, route and destination. The mentor is then able to
offer insights and counsel that is focused on the mentee’s objectives.
Consider the following questions:
o Are my objectives clear and well defined?
o Am I comfortable asking for what I want?
o Am I open to hearing new ideas and perspectives?
o Do I allow myself to be open and vulnerable?
o Am I receptive to constructive feedback?
o Am I able to show I value and appreciate feedback?
o Am I willing to change or modify my behaviors?
o Do I consistently follow through on commitments?
o Do I make an effort to instill trust?
o Do I openly show appreciation and gratitude?
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentee Strategies to Achieve Mentoring Objectives Whether your objectives focus on broad issues or more specific developmental areas, your mentor’s ability to help you attain those objectives will be enhanced when you have clearly defined where you want to go and how you want to get there. It’s important to think carefully about your objectives and the challenges to achieving them. Use the questions below to appraise your objectives: Specificity
o Have you identified a specific objective for the partnership?
o Are your objectives definite and precise?
Measurability o Are your objectives quantifiable in nature?
o Have you decided how to measure success?
Work Plan o Do you have an action plan to achieve your objectives?
o Have you considered the outcome of achieving your objectives?
Reality Check o Are your objectives realistic given the circumstances?
o Have you determined a completion date?
o Is your timeline realistic?
o Will you need additional resources or tools to be successful?
The Mentor’s Role
o Will your objectives require your mentor to provide you something other
than guidance?
o How can your mentor be most helpful to you?
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentee Dos and Don’ts
Do
• Take initiative
• Look for opportunities to
teach your mentor
• Be respectful of mentor’s
time
• Communicate agenda and
goals with mentor prior to
meeting
• Clarify goals and
expectations
• Practice self reflection
• Support your peers
• Keep your CV, IDP, etc. up
to date
• Have multiple mentors
• Clarify your values
Don’t
• Be passive—don’t wait for
the mentor to initiate
interactions
• Be late, disorganized
• Stay in the comfort zone
• Stay in a mentoring
relationship when it is no
longer helpful
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Choosing a Mentor
Choose a mentor who has the following qualities:
• Interested in developing your career
• Commitment to mentoring
• Match your emotional needs
o Do you need more support and praise or more challenge?
• Match with your professional needs
o Help with writing? Methodological skills?
o Research/scholarly/clinical interests
• A successful track record
• Good communication skills
• Will provide networking opportunities
• Is institutionally savvy
• Expresses interest in you as a person
• There is potential for reciprocity
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentors Role in Mentee Development Support
• Listening—actively (empathically)
• Expressing positive expectations
(Mentors) balance both a present sense of where their students are and a dream of what they can become.
• Serving as advocate
• Self-disclosure as appropriate
Challenge • Setting tasks
• Setting high standards
• Modeling
• Providing a mirror
Vision
• Provide a vision for a satisfying and successful career
(Daloz 1999)
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Evaluating Your Mentee’s Goals
Use the checklist below to appraise your mentee’s goals: Specificity
Has your mentee identified specific short and long term goals? Are the goals definite and precise?
Measurability
Are your mentee’s goals quantifiable in nature? Has your mentee determined how to measure success?
Work Plan
Does your mentee have an action plan to achieve their goals? Has your mentee considered the outcome of achieving these
goals? Reality Check
Are your mentee's goals realistic given the circumstances? Has your mentee determined a completion date? Can success be achieved within the time allocated? Will additional resources or tools be needed to achieve
success? Your Role
Is your role to advise, suggest or listen? Will your mentee’s goals require you to provide something other
than guidance? How can you be most helpful to your mentee?
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentor Dos and Don’ts
Do
• Listen actively
• Support and facilitate
networking and brokering
• Teach by example
• Be aware of role conflict
• Encourage and motivate
mentee to move beyond
their comfort zone
• Promote independence
• Promote balance
• Rejoice in success and
convey your joy
• Encourage reciprocity
Don’t
• Fix the problem
• Take credit
• Take over
• Threaten, coerce or use
undue influence
• Lose critical oversight—
allow friendship to cloud
judgment
• Condemn (mistakes or
lack of agreement are not
career altering disasters)
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentor’s Meeting Checklist Set aside adequate time for meetings
Obtain and review mentee’s CV and IDP prior to meeting
Be sure to review contact information and other meeting
arrangements
Clarify what mentee expects from you--and what you expect
from mentee
Review mentee’s short/long term goals
Be sure that you have accurate, up-to-date information on
advancement and promotion policies for your mentee’s series
and rank (see the Academic Senate Faculty Handbook at
http://senate.ucsf.edu/facultyhandbook/index.html) Ask mentee to help you with writing, research, teaching,
curriculum development etc. that is consistent with their career
goals
Be aware of potential conflicts of interest if you are both a
supervisor and mentor for the mentee
Be sure that mentee has joined committees and professional
organizations helpful for career development
Assist your mentee to find other mentors within and outside
UCSF
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Negative Mentoring
Experiences
Dyad MismatchValues
Work stylePersonality
Lack of mentor expertise
Interpersonal and/or technical
incompetence
General Dysfunctionality
Bad attitudePersonal problems
Distancing Behavior
Neglect (most common negative
behavior)
Manipulative Behavior
Inappropriate delegation
Credit taking
Mentor Role Conflicts
Role demands of a direct supervisor
may conflict with the role demands of a
mentor
(Eby 2000)
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Consequences of Negative Mentoring Relationships
For Mentees
Higher levels of work stress, lower self esteem
More likely to leave
For Mentors
Less likely to mentor others
Less likely to invest in other work activities
For Organizations
Culture of mistrust and lack of voluntarism
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
UCSF Resources Academic Senate http://www.ucsf.edu/senate/indexmain.html Academy of Medical Educators http://medschool.ucsf.edu/academy/ Center for AIDS Research (CFAR) http://cfar.ucsf.edu/ Chancellor’s Advisory Committee on the Status of Women http://cacsw.ucsf.edu/ Clinical and Translational Sciences Institute Training (CTSI) http://accelerate.ucsf.edu/training Mentor Development Program (CTSI) http://accelerate.ucsf.edu/training/mdp-announcement Climate for Faculty (Report of the Chancellor’s Task Force on the Climate for Faculty) http://academicaffairs.ucsf.edu/FacultyClimateSurvey/index.php Early Faculty Development Program (Department of Pediatrics) http://pediatrics.medschool.ucsf.edu/general/faculty/faculty_dev.aspx. Mentor Consultation Service http://accelerate.ucsf.edu/research/mc-consult Office of Career and Professional Development http://www.career.ucsf.edu/ SOM Key Educational Skills Series http://www.medschool.ucsf.edu/workshops/ Training in Clinical Research http://www.epibiostat.ucsf.edu/courses/RoadmapK12.html UCSF Academic Affairs http://academicaffairs.ucsf.edu/ UCSF Graduate Student Mentoring Program http://graduate.ucsf.edu/content/uc-leads UCSF Postdoc Mentoring Program http://graduate.ucsf.edu/postdoctoral/getting-mentoring-you-need UCSF Preparing Future Faculty http://career.ucsf.edu/pff/
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Mentoring Resources Partial Listing of Mentoring Programs at Health Sciences Universities: Updated 1/9/13 Johns Hopkins School of Public Heath, Center for Mind-Body Research http://www.jhsph.edu/mindbodyresearch/mentoring_program/ Medical College of Virginia Campus Office of Faculty and Instructional Development, School of Medicine http://www.medschool.vcu.edu/facultyaffairs/career_dev/mentoring.html Northeastern Ohio Universities, College of Medicine and College of Pharmacy http://www.neomed.edu/facultystaff/facultydevelopment/masterteachersguild Penn State University College of Medicine http://www.pennstatehershey.org/web/opd/home/programs/mentoring Robert Wood Johnson Medical School, University & Dentistry of New Jersey http://rwjms.umdnj.edu/faculty/faculty_development/mentoring.html University of Arkansas Medical Sciences College of Medicine http://www.uams.edu/facultyaffairs/mentoring_resources.asp University of California, Davis http://www.ucdmc.ucdavis.edu/facultydev/mentoring.html University of California San Diego, National Center of Leadership in Academic Medicine http://nclam.ucsd.edu/ University of California San Diego Academic Affairs http://academicaffairs.ucsd.edu/faculty/programs/faculty-mentoring-program.html University of Madison Wisconsin http://acstaff.wisc.edu/mentoring-program.htm University of Miami School of Medicine, Office of Research Education and Training http://uresearch.miami.edu/ University of Massachusetts Medical School http://www.umassmed.edu/Macy/index.aspx?linkidentifier=id&itemid=7722 The University of North Carolina at Chapel Hill, School of Pharmacy http://www.pharmacy.unc.edu/faculty/bill-and-karen-campbell-faculty-mentoring-program University of Pennsylvania School of Medicine http://www.med.upenn.edu/mentee/index.shtml University of Pittsburg http://www.icre.pitt.edu/mentoring/ Virginia Commonwealth University School of Medicine http://www.medschool.vcu.edu/facultyaffairs/career_dev/mentoring.html
Copyright © 2017 The Regents of the University of California, All Rights Reserved Created by Mitchell D. Feldman, MD, MPhil, UCSF Faculty Mentoring Program
Miscellaneous Mentoring Resources: A Guide to Training and Mentoring in the Intramural Research Program at NIH http://www1.od.nih.gov/oir/sourcebook/ethic-conduct/mentor-guide.htm American Heart Association Mentoring Handbook http://my.americanheart.org/idc/groups/ahamah-public/@wcm/@sop/documents/downloadable/ucm_319794.pdf Association for Women in Science http://www.awis.affiniscape.com/displaycommon.cfm?an=1&subarticlenbr=37 Genentech http://www.gene.com/gene/gred/researchopps/postdocmentors.php http://www.gene.com/gene/research/fellowship/index MedEd Mentoring http://www.mededmentoring.org/default.asp MentorNet http://www.mentornet.net/ Woman to Woman Mentoring Program http://www.w2wmentoring.org/ The American Physiological Society http://www.the-aps.org/mm/Career/Mentor/Mentoring-and-Being-Mentored The Mentor Directory http://www.peer.ca/mentor.html Virtual Mentor, American Medical Association Journal of Ethics http://virtualmentor.ama-assn.org/
Selected Articles Abedin, Z., Biskup, E., Silet, K., Garbutt, J. M., Kroenke, K., Feldman, M. D., . . . Pincus, H. A. (2012). Deriving
Competencies for Mentors of Clinical and Translational Scholars. Clinical and Translational Science, 5(3), 273-280. doi:10.1111/j.1752-8062.2011.00366.x; 10.1111/j.1752-8062.2011.00366.x
Berk, R. A. P., Berg, Janet, MS, RN, Mortimer, Rosemary, MS, MSEd, RN, Walton-Moss, Benita, DNS, RN, & Yeo, Theresa P., MSN, MPH, RN. (2005). Measuring the Effectiveness of Faculty Mentoring Relationships. Academic Medicine, 80(1), 66-71.
Cho, C. S., Ramanan, R. A., & Feldman, M. D. (2011). Defining the ideal qualities of mentorship: a qualitative analysis of the characteristics of outstanding mentors. The American Journal of Medicine, 124(5), 453-458. doi:10.1016/j.amjmed.2010.12.007
Daloz, L. (1999). Mentor: Guiding the journey of adult learners. San Francisco, CA: Jossey-Bass
Eby, L. T., & Lockwood, A. (2005). Protégés’ and mentors’ reactions to participating in formal mentoring programs: A qualitative investigation. Journal of Vocational Behavior, 67(3), 441-458. doi:10.1016/j.jvb.2004.08.002
Feldman, M. D. (2012). From the editors' desk: realizing the dream: mentorship in academic medicine. Journal of General Internal Medicine, 27(1), 1-2. doi:10.1007/s11606-011-1923-2
Feldman, M. D., Arean, P. A., Marshall, S. J., Lovett, M., & O'Sullivan, P. (2010). Does mentoring matter: results from a survey of faculty mentees at a large health sciences university Medical Education Online, 15(0) doi:10.3402/meo.v15i0.5063
Feldman, M. D., Huang, L., Guglielmo, B. J., Jordan, R., Kahn, J., Creasman, J. M., . . . Brown, J. S. (2009). Training the Next Generation of Research Mentors: The University of California, San Francisco, Clinical & Translational Science Institute Mentor Development Program Clinical and Translational Science, 2(3), 216-221. doi:10.1111/j.1752-8062.2009.00120.x
Feldman, M. D., Steinauer, J. E., Khalili, M., Huang, L., Kahn, J. S., Lee, K. A., . . . Brown, J. S. (2012). A Mentor Development Program for Clinical Translational Science Faculty Leads to Sustained, Improved Confidence in Mentoring Skills Clinical and Translational Science, doi:10.1111/j.1752-8062.2012.00419.x
Jackson, V. A., Palepu, A., Szalacha, L., Caswell, C., Carr, P. L., & Inui, T. (2003). "Having the right chemistry": a qualitative study of mentoring in academic medicine. Academic Medicine : Journal of the Association of American Medical Colleges, 78(3), 328-334.
Johnson, J. C., Williams, B., & Jayadevappa, R. (1999). Mentoring program for minority faculty at the University of Pennsylvania School of Medicine. Academic Medicine : Journal of the Association of American Medical Colleges, 74(4), 376-379.
Johnson, M. O., Subak, L. L., Brown, J. S., Lee, K. A., & Feldman, M. D. (2010). An innovative program to train health sciences researchers to be effective clinical and translational research mentors. Academic Medicine : Journal of the Association of American Medical Colleges, 85(3), 484-489. doi:10.1097/ACM.0b013e3181cccd12
Kram, K. E. (1983). Phases of the Mentor Relationship. Academy of Management Journal, 26(4), 608-625. doi:10.2307/255910
Kram, K. E. (1985). Improving the Mentoring Process. Training & Development Journal, 39(4), 40.
Luckhaupt, S. E., Chin, M. H., Mangione, C. M., Phillips, R. S., Bell, D., Leonard, A. C., & Tsevat, J. (2005). Mentorship in academic general internal medicine. Results of a survey of mentors. Journal of General Internal Medicine, 20(11), 1014-1018. doi:10.1111/j.1525-1497.2005.215.x
Shea, J. A., Stern, D. T., Klotman, P. E., Clayton, C. P., O'Hara, J. L., Feldman, M. D., . . . Jagsi, R. (2011). Career development of physician scientists: a survey of leaders in academic medicine. The American Journal of Medicine, 124(8), 779-787. doi:10.1016/j.amjmed.2011.04.004
Straus, S. E., Johnson, M. O., Marquez, C., & Feldman, M. D. (2013). Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Academic Medicine : Journal of the Association of American Medical Colleges, 88(1), 82-89. doi: 10.1097/ACM.0b013e31827647a0
List updated: 1/9/13
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